Search results

The purpose of this paper is to describe two studies that investigate the suppression of negative emotions in the context of elder care, including the emotional job demands that may, together with display rules, elicit negative suppression (Study 1) and the association between negative suppression and job attitudes (Study 2).

Group interviews were conducted to understand the emotional demands of elder care (Study 1), and a survey was administered to direct care providers that included measures of negative suppression, job satisfaction, and job stress (Study 2).

Difficult events with patients (e.g. deterioration) are an emotional demand that may interact with display rules to elicit negative suppression (Study 1). Negative suppression is generally associated with less favorable job attitudes, controlling for individual differences in affectivity (Study 2).

This investigation is the first both to qualitatively examine the emotional demands of elder care (Study 1) and to empirically demonstrate links between negative suppression and job attitudes (Study 2).

Practitioners face difficulties with recruitment and retention in elder care; the results suggest that negative suppression is a possible point of intervention.

There is a shortage of direct care providers in the context of elder care, and the results of the present investigation potentially suggest how to improve working conditions.

The focus on negative suppression in the context of elder care is unique.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of the paper is to investigate the writing style of Stanley C. Hollander, in order to better understand the power of his prose.

A line‐by‐line literary analysis of Hollander's publications, with a view to detecting his stylistic “signature” or “fingerprint”.

Four key elements are integral to Hollander's writing style – interrogatives, inventories, iconoclasm and irony. His single most characteristic literary device is litotes, a mode of ironic understatement.

Literary analysis is inherently idiosyncratic and tends to reflect the perspective of the interpreter. Another analyst is sure to find different features in Hollander's corpus (though this is less a methodological shortcoming than a testament to the richness of Hollander's writings).

All academics are writers and, by better understanding the technique of a much admired stylist, everyone's publications can be improved.